http://www.timrasinski.com/

Timothy Rasinski, Ph.D.

This is the website of Tim Rasinski, noted author and national speaker on reading fluency in today’s classrooms.  This website contains links to Dr. Rasinski’s presentation materials, articles he has authored, and resource links that he mentions in his lectures.

http://www.readingrockets.org/article/203

By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001)

There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom.

http://rapidintellect.com/AEQweb/index.htm

Academic Exchange Quarterly, a peer-reviewed print journal, is 10 years old.  See the link for on-line reading of all articles published.

http://www.centeroninstruction.org/files/ResearchAndReason.html

Authors
Paula J. Stanovich and Keith E. Stanovich
University of Toronto

In the recent move toward standards-based reform in public education, many educational reform efforts require schools to demonstrate that they are achieving educational outcomes with students performing at a required level of achievement. Federal and state legislation, in particular, has codified this standards-based movement and tied funding and other incentives to student achievement.

At first, demonstrating student learning may seem like a simple task, but reflection reveals that it is a complex challenge requiring educators to use specific knowledge and skills. Standards-based reform has many curricular and instructional prerequisites. The curriculum must represent the most important knowledge, skills, and attributes that schools want their students to acquire because these learning outcomes will serve as the basis of assessment instruments

http://www.nifl.gov/partnershipforreading/

The Partnership for Reading offers information about the effective teaching of reading for children, adolescents, and adults, based on the evidence from quality research. The Partnership invites you to explore this site for information on the research, principles about reading instruction suggested by the research, and products for parents, teachers, administrators, and policy-makers.

http://www.literacy.uconn.edu/litjrnl.htm

This is a link to all of the literacy journals that are beginning to carry their publications on-line. 

“Many publishers have begun to transform their publications into online versions to increase the timeliness of content and to enhance their issues with electronic resources and tools (ie. search functions, integrated audio clips, hypertext links, animations) available with online documents.”

http://www.nrcld.org/symposium2003/vellutino/bio.html

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Frank R. Vellutino of the University at Albany presented this invited paper during the symposium.

Frank Vellutino is professor of psychology, the University at Albany, the State University of New York. He is also director of the University’s Child Research and Study Center. Most of his research has focused on reading development, the cognitive underpinnings of reading, and the relationship between reading difficulties and various aspects of language, and other cognitive functions. This research has generated numerous articles in refereed journals, in addition to a book and numerous book chapters addressing the causes and correlates of reading difficulties in young children. His most recent studies have addressed the development of predictive, assessment, and remedial procedures for correcting and preventing long term reading difficulties in children at risk for early reading difficulties.

http://www.findarticles.com/p/articles/mi_qa3785/is_200404/ai_n9398882

Teaching for Literacy Engagement

Guthrie, John T

In our theoretical framework, reading engagement entails multiple perspectives on reading that consist of motivational dispositions, cognitive strategies, conceptual understanding, and social discourse. Possessing these attributes, engaged readers are typically higher achievers than less engaged readers, who show fewer of these qualities or less integration among them. Because engaged readers spend 500% more time reading than disengaged students, educators should attempt to increase engaged reading time by 200%-500%. This may require substantial reconfigurations of curriculum. However, engaged reading is unique because it is both an effective means to achievement (engaged students improve in reading more than disengaged students) and a valued end or educational outcome. A research gap today is the lack of refined, empirical understanding about classroom practices that promote engagement. We designed Concept-Oriented Reading Instruction (CORI) to foster engagement through conceptual themes, hands-on experiences, self-directed learning, interesting texts, classroom discourse, and time for extended reading. For professional development, we attempt to convey the experiences, theory, beliefs, performances, and texts that will enable teachers to implement and generate instruction for engaged reading and learning.

http://www.findarticles.com/p/articles/mi_qa3785/is_200404/ai_n9398880

Phonics: A Large Phoneme-Grapheme Frequency Count Revised

Journal of Literacy Research, Spring 2004 by Fry, Edward

This study is a summary and simplification of a very large phoneme-grapheme frequency count done by Hanna et al. (1966). Although the results and data from the original study have implications for teaching phonics and spelling, they were presented in a complicated and unwieldy manner. Moreover, the original study is out of print. This study, then, presents a succinct and simplified summary of the Hanna et al. results for researchers and teachers of reading and spelling.

http://www.findarticles.com/p/articles/mi_qa3785/is_200401/ai_n11826117

Early Literacy Screening in Kindergarten: Widespread Implementation in Virginia

Invernizzi, Marcia

Early success in reading is predicated on a child’s ability to accurately and effectively master core literacy constructs (e.g., phonological awareness, alphabet knowledge, concept of word, and grapheme-phoneme correspondence) and to exercise these understandings in a comfortable sociocultural context. In recent years, educators, legislators, and policymakers have shown great interest in creating an effective and instructionally useful diagnostic screening tool for identifying children at risk for early reading difficulties. In response to this charge, the Phonological Awareness and Literacy Screening-Kindergarten (PALS-K) was developed. Through Fall 2003, more than 430,000 kindergarten students in Virginia had been screened using PALS-K. The purposes of this paper are to (a) describe the PALS-K instrument, (b) examine its effectiveness in screening for poor beginning literacy skills, and (c) discuss the educational and policy implications of the results of statewide literacy screening efforts.